Implementasi Etnosains dalam Pembelajaran IPA di SD Muhammadiyah Alam Surya Mentari Surakarta

Abstract

The swift flow of globalization has led to increasingly eroded Indonesian local culturalvalues. This has caused a shift in neglected cultural values and local wisdom. Therefore,an approach is needed, namely ethnoscience in the learning process. This studypurposed to determine whether The Elementary School of Muhammadiyah Alam SuryaMentari has applied ethnoscience in science learning and describe the implementationof ethnoscience based on science learning in The Elementary School of MuhammadiyahAlam Surya Mentari.The method used was descriptive qualitative research design. Theresults of the study showed that the planning of science learning based on ethnoscienceapproach in This School was still unplanned, but the school had unconsciously implementedethnoscience approach. The implementation of science based on ethnosciencelearning was by integrating between the material with the environment, culture, and socialin the environment. Evaluation of the implementation of ethnoscience based on sciencelearning included cognitive, affective, and psychomotor evaluation in accordance withevaluation standards in the 2013 curriculum.

Analysis of student scientific literacy: study on learning using ethnoscience integrated science teaching materials based on guided inquiry

“…Learning using ethnoscience integrated science teaching materials based on guided inquiry also allows students to be directly and actively involved in scientific activities, as well as provide direct experience with science learning in the context of ethnoscience so that students can remember the concepts easier and they gain a better understanding of the material being studied. This is in line with what was stated by [21]. High learning outcomes usually accompany high levels of activity.…”

Development of Learning Videos Based on Problem-Solving Characteristics of Animals and Their Habitats Contain in Ipa Subjects on 6th-Grade

“…IPA can engage interaction with nature so that the students can directly feel the object around their environment. IPA can be interpreted as a branch of science about nature such as animals, the environment, plants, and other objects that are useful and can be found in surroundings or actual natural conditions (Kimianti & Prasetyo, 2019;Puspasari et al, 2020).…”

Kajian Etnosains Proses Produksi Garam Amed Sebagai Pendukung Materi Pembelajaran Ipa SMP

“…Kegiatan pembelajaran IPA semestinya bersifat bermakna bagi siswa atau dapat dikatakan bersifat kontekstual, artinya terdapat keselarasan antara sumber belajar yang diperoleh siswa baik berupa teori, konsep, maupun hukum dengan pengaplikasiannya, sehingga siswa mampu mengasosiasikan fenomena, pengalaman, serta faktafakta baru ke dalam struktur pengetahuannya. Pernyataan ini didukung oleh Puspasari (2019) yang menyatakan bahwa pembelajaran yang bersifat kontekstual merupakan jembatan penghubung antara konsep yang dipelajari siswa dengan penerapannya di kehidupan nyata yang berguna untuk mengatasi kesulitan siswa dalam menyerap pelajaran yang bersifat abstrak dengan menyediakan pengalaman belajar yang melibatkan siswa secara kompleks sesuai dengan kenyataan yang disaksikannya (real).…”